Additional Support Needs in the Anderson High School - Mainstream Education
Introduction The Anderson High School caters for around 900 pupils from all across the Shetland Islands, and as such it has to be able to meet a wide range of needs that students may bring to the classroom. This could be anything from a physical disability, a behavioural problem, or issues from their home life which proves to be a barrier to learning. The overarching goal of the ASN department is to ensure that each child has the best opportunity to fulfil their potential, and that they have access to a learning environment which is particularly suitable for them. There is one ASN department on two sites, where students are grouped according to the types of needs they require:
1) Gressy Loan Base: For pupils with severe and complex needs, that cannot have their needs met through mainstream education. All of their education is coordinated through this department, although they may have timetabled class time with mainstream teaching staff. 2) Stephen Raikes Base: For those who need additional support to access the curriculum. This may include a wide range of needs, including pupils with dyslexia, ASD or global learning difficulites. 3) Additional Support Needs: supports those with behavioural or social problems which prevents them from performing fully in mainstream education. 4) The Arnold Tait Base:a facility which is available for pupils from all across Shetland, it is for those young people whose social emotional or behavioural needs require support outwith a mainstream environment on a full or part time basis.The AS Base hosts young people who remain on a mainstream school roll. They may attend the Anderson High, when they are enrolled there, with support from teaching or auxiliary staff from the AS Base. Due to the Anderson being the largest Secondary school, the AS Base works closely with the AHS in all aspects of the education of these young people where appropriate and, as with other Shetland schools who they support, are involved in transition, planning and liason with outside agencies to meet these specific individual requirements.
ASN in Mainstream Education Not all pupils are capable of performing to the best of their ability within mainstream education, without additional help and support tailored to their needs. The first step of supporting these pupils is to identify what their needs are, and formulate an Individualised Educational Programme.
“It’s always on a pupil by pupil basis because the whole point is that these are pupils that the once size fits all approach isn’t working for...It’s an assessment of any specific problems they have with their learning. Plus anything else which might be affecting their learning that is not necessarily a school issue. Plus any other way which the environment is going to have to be adapted, to enable them to do their best.” – Caroline Poulton, ASN Auxiliary.
Problems which interfere with their learning may include mental or physical disabilities, social factors, or problems at home. When a pupil is referred to the Additional Support Base, the team looks at their education and how it may be altered to best suit the individual.
“When a pupil does come to our dept they’re timetabled; we alter their curriculum so...for example, in 3rd and 4th year they don’t do 8 Standard Grades, they might do 7 and spend some time in our department. So we then have a plan for their needs, so the first thing would be to identify what their needs are.” – Christine Carter, Principal Teacher of Additional Pupil Support.
When the plan is in place, there are different ways which the department can support the pupil. If they have an attendance problem this may involve arranging transport to school, or just phoning the pupil at home to make sure they are awake. They may need time within the Pupil Support Department to get help with their homework, particularly if problems at home make it difficult to work there. Often having someone to talk to can be beneficial in itself, as Patrick Robertson, PT Pupil support, told us:
“You’re dealing with all the other sides of things for all these pupils, and there’s quite often times when their own crises affect them and all you have to do is listen, and listen for a while. By virtue of them articulating their thoughts, that’s the first time they actually realise that’s how they felt, and it’s like a whole weight lifted off their shoulders.”
An important role is played by ASN Auxiliaries, who provide additional support within the classroom for those who need it. Christine Carter noted that teachers were very flexible within the Anderson High School – they were happy to have additional support within the classroom, and also for pupils to have time out with the normal classroom if required.
“They will look at maybe them spending some time out with the classroom in our department or within [their own department]. So I think class teachers, and management are really very good at adapting and being flexible.” - Christine Carter.
We spoke to Caroline Poulton, who works as an ASN auxiliary at the Anderson High School. She told us about her role in pupils’ education, and how the department operated to reduce the social stigma of needing extra help:
“It used to be the case that we’d be allocated a particular person to go sit next to, and that person would feel terribly embarrassed because obviously they were the ones who needed the help. The way it tends to work out now...is that we’ll go into a classroom and we’ll generally circulate round so that it’s not obvious why we’ve been allocated to that classroom.”
As such, the teaching staff can keep an eye on the work of pupils which they know need extra support, but avoid them being singled out from the rest of the class. Sometimes it would be the ASN auxiliary working with them, and other times it would be the class teacher.
“If somebody comes in, and they’re accompanied by an adult, they don’t get included in ordinary everyday- just before the lesson starts conversations, so no matter how much you’re included in the lesson, it’s difficult.” Caroline Poulton.
The social aspects of school can prove a major barrier to learning for certain pupils, with issues such as bullying, social exclusion or isolation. Christine Carter talked how this affects the Additional Pupil Support Department:
“Often it’s about socialising them, because sometimes they find it difficult to make friends, to deal with what we would call ‘normal’ interaction.”
The knock on effects of socialisation problems may include disruptive behaviour, skipping school, or in some extreme cases, school refusal. It is very important to try and meet the needs of such pupils, and this is partly accomplished through programmes such as Club XL.
Additional Support Needs in the Anderson High School - Mainstream Education
Introduction
The Anderson High School caters for around 900 pupils from all across the Shetland Islands, and as such it has to be able to meet a wide range of needs that students may bring to the classroom. This could be anything from a physical disability, a behavioural problem, or issues from their home life which proves to be a barrier to learning. The overarching goal of the ASN department is to ensure that each child has the best opportunity to fulfil their potential, and that they have access to a learning environment which is particularly suitable for them. There is one ASN department on two sites, where students are grouped according to the types of needs they require:
1) Gressy Loan Base: For pupils with severe and complex needs, that cannot have their needs met through mainstream education. All of their education is coordinated through this department, although they may have timetabled class time with mainstream teaching staff.
2) Stephen Raikes Base: For those who need additional support to access the curriculum. This may include a wide range of needs, including pupils with dyslexia, ASD or global learning difficulites.
3) Additional Support Needs: supports those with behavioural or social problems which prevents them from performing fully in mainstream education.
4) The Arnold Tait Base:a facility which is available for pupils from all across Shetland, it is for those young people whose social emotional or behavioural needs require support outwith a mainstream environment on a full or part time basis.The AS Base hosts young people who remain on a mainstream school roll. They may attend the Anderson High, when they are enrolled there, with support from teaching or auxiliary staff from the AS Base. Due to the Anderson being the largest Secondary school, the AS Base works closely with the AHS in all aspects of the education of these young people where appropriate and, as with other Shetland schools who they support, are involved in transition, planning and liason with outside agencies to meet these specific individual requirements.
ASN in Mainstream Education
Not all pupils are capable of performing to the best of their ability within mainstream education, without additional help and support tailored to their needs. The first step of supporting these pupils is to identify what their needs are, and formulate an Individualised Educational Programme.
“It’s always on a pupil by pupil basis because the whole point is that these are pupils that the once size fits all approach isn’t working for...It’s an assessment of any specific problems they have with their learning. Plus anything else which might be affecting their learning that is not necessarily a school issue. Plus any other way which the environment is going to have to be adapted, to enable them to do their best.” – Caroline Poulton, ASN Auxiliary.
Problems which interfere with their learning may include mental or physical disabilities, social factors, or problems at home. When a pupil is referred to the Additional Support
Base, the team looks at their education and how it may be altered to best suit the individual.
“When a pupil does come to our dept they’re timetabled; we alter their curriculum so...for example, in 3rd and 4th year they don’t do 8 Standard Grades, they might do 7 and spend some time in our department. So we then have a plan for their needs, so the first thing would be to identify what their needs are.” – Christine Carter, Principal Teacher of Additional Pupil Support.
When the plan is in place, there are different ways which the department can support the pupil. If they have an attendance problem this may involve arranging transport to school, or just phoning the pupil at home to make sure they are awake. They may need time within the Pupil Support Department to get help with
“You’re dealing with all the other sides of things for all these pupils, and there’s quite often times when their own crises affect them and all you have to do is listen, and listen for a while. By virtue of them articulating their thoughts, that’s the first time they actually realise that’s how they felt, and it’s like a whole weight lifted off their shoulders.”
An important role is played by ASN Auxiliaries, who provide additional support within the classroom for those who need it. Christine Carter noted that teachers were very flexible within the Anderson High School – they were happy to have additional support within the classroom, and also for pupils to have time out with the normal classroom if required.
“They will look at maybe them spending some time out with the classroom in our department or within [their own department]. So I think class teachers, and management are really very good at adapting and being flexible.” - Christine Carter.
We spoke to Caroline Poulton, who works as an ASN auxiliary at the Anderson High School.
She told us about her role in pupils’ education, and how the department operated to reduce the social stigma of needing extra help:
“It used to be the case that we’d be allocated a particular person to go sit next to, and that person would feel terribly embarrassed because obviously they were the ones who needed the help. The way it tends to work out now...is that we’ll go into a classroom and we’ll generally circulate round so that it’s not obvious why we’ve been allocated to that classroom.”
As such, the teaching staff can keep an eye on the work of pupils which they know need extra support, but avoid them being singled out from the rest of the class. Sometimes it would be the ASN auxiliary working with them, and other times it would be the class teacher.
“If somebody comes in, and they’re accompanied by an adult, they don’t get included in ordinary everyday- just before the lesson starts conversations, so no matter how much you’re included in the lesson, it’s difficult.” Caroline Poulton.
The social aspects of school can prove a major barrier to learning for certain pupils, with issues such as bullying, social exclusion or isolation. Christine Carter talked how this affects the Additional Pupil Support Department:
“Often it’s about socialising them, because sometimes they find it difficult to make friends, to deal with what we would call ‘normal’ interaction.”
The knock on effects of socialisation problems may include disruptive behaviour, skipping school, or in some extreme cases, school refusal. It is very important to try and meet the needs of such pupils, and this is partly accomplished through programmes such as Club XL.
Part 2: Club XL